THE INTERNATIONAL UNIVERSITY OF MANAGEMENT

EXPLORING STRATEGIES TO ENHANCE READING SKILLS FOR GRADE 1

LEARNERS AT A SELECTED SCHOOL IN OSHAKATI CIRCUIT OSHANA REGION

BY:
LOINI ADOLF
STUDENT NUMBER 190043512
RESEARCH PROPOSAL SUBMITTED IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE HONOURS DEGREE OF BACHELOR OF EDUCATION (PRE
AND JUNIOR PRIMARY)
AT
THE FACULTY OF EDUCATION
SUPERVISOR: MR. VALOMBOLA
APRIL 2023
TABLE OF CONTENT
CHAPTER 1
INTRODUCTION TO THE STUDY ………………………………………………
1.1 Introduction…………………………………………………………………
1.2 Background of the study…………………………………………………….
1.3 Statement of the problem………………………………………………………
1.4 Purpose of the study…………………………………………………………
1.5 Objectives of the study………………………………………………………
1.6 Research questions……………………………………………………………
1.7 Significance of the study…………………………………………………….
1.8 Limitations of the study……………………………………………………….
1.9 Delimitation of the study……………………………………………………..
1.10 Definitions of terms……………………………………………………………..
1.11 Summary…………………………………………………………………
SECTION 2
LITERATURE REVIEW …………………………………………………………
2.1 Introduction……………..………………………………………………………
2.2 Effects of ability grouping…………………………………………………….
2.3 Influences of ability grouping in learning how to read………………………..
2.4 Strategies to make ability grouping effective…………………………………. ..
2. 5 Summary…………………………………………………………………………

SECTION 3
RESEARCH DESIGN AND METHODOLOGY …………………………………….
3.1 Introduction…………………………………………………………..………
3.2 Research design……………………………………………………………….
 3.3 The population …………………………………………………………………
3.4 the sample and sampling techniques …………………………………………
3.5 Research instruments………. …………………………………………………
3.6 the data collection procedures………………………………………………
3. 7 the data analysis procedures…………………………………………..……….
3.8 Validity and reliability …………..……………………………………………
3.9 Ethical Consideration ………..………………………………………………. .
3.10 Structure of chapters ………………………………………………………..…
3.11 Time frame ……………………………………………………………………...
Summary…………………………………………………………………………………
References……………………………………………………………………………
SECTION 1
1.1 INTRODUCTION TO THE STUDY
This chapter consists of introduction to the study, background of the study, statement of the
problem, purpose of the study, objectives of the study, research questions, and significance of the
study and the delimitation of the study. The proposed general area of study is Learner-cantered
approach. The succeeding sections of the chapter give the background of the study, describes the
statement of the problem, presents the research objectives that are to be pursued by the
researcher/writer, and the research questions the researcher/writer will seek to have answered to
achieve the research. The chapter will end by explaining the significance of the study, discussing
the limitations to the study, and explaining the delimitation of the study.
The idea to study on this topic came about as the researcher would like find out more information
on the impacts of learner- centred approach on learners’ performance. According to Darby (2019)
learner-cantered approach views learners as active agents. They bring their own knowledge, past
experiences, education, and ideas – and this impacts how they take on board new information and
learn. It differs significantly from a traditional instructor-cantered approach. Student-centred
learning, also known as learner-cantered education, broadly encompasses methods of teaching that
shift the focus of instruction from the teacher to the student. In original usage, student-centred
learning aims to develop learner autonomy and independence by putting responsibility for the
learning path in the hands of students by imparting to them skills, and the basis on how to learn a
specific subject and schemata required to measure up to the specific performance requirement.
Student-centred instruction focuses on skills and practices that enable lifelong learning and
independent problem-solving. Student-centred learning theory and practice are based on the
constructivist learning theory that emphasizes the learner's critical role in constructing meaning
from new information and prior experience.
….. further emphasized that learner- centred education creates opportunities for students to teach
each other, answer their peer’s questions, and present the results of their works. Good employees
that are unable to engage with their audience to communicate strategies will be in great
disadvantage. Furthermore, great work leaders can coach their teams, communicate a vision, and
persuade key stakeholders. If the students develop the skills of public speaking from a young age,
they will have acquired an important asset for their professional lives. Learner-cantered education
helps the students develop skills that will better equip them for their professional careers. Teachers
can be trained in this approach, so they can apply the principles and provide their students with a
better learning experience. This method does not require technology or special resources that
schools from communities in need may not have; in fact, in relies on the most valuable asset in the
classroom. This research will be based on the impacts of using learner centred approach on grade
3 learners’ performance in English L2, at a selected school in Oshakati circuit, Oshana education
directorate.
1.2 Background of the study

Learning is more powerful and dynamic when carried out in a meaningful way and it is up to
educators to impress this on learners in and outside the classroom. Learner centred approach is put
into practice when the educator’s foster collaboration with group projects. Teachers do think of
themselves as a coach on the side-line of a sports game. Their duties are offering advice and
encouragement where necessary, rather than a lecturer delivering a monologue to learners. And
also letting learners develop content, whereby Start a forum within their LMS or upload podcasts
or videos for their learners and let them work individually or in groups to contribute to it. They let
them know what topics should be covered and encourage them to research them. Over time, this
channel can become a valuable resource for everyone at the organization. As they say twelve
heads are better than one, so teachers also do brainstorm with learners which can help bring
brainstorm into the classroom. Not all training techniques need to be hi-tech and fancy; they just
choose a topic they want their learners to know more about and ask them to volunteer what they
already know. As a group, the chances are they know a great deal and then teachers can fill in any
gaps as necessary.

Oshakati circuit is in Oshana Region, and is where the researcher selected the school. The selected
school has grades starting from pre-grade until grade 7. At this school, English at the junior primary
phase (grades 0-3) English is a compulsory Second Language. Therefore, the researcher aims to
explore the impacts of using learner-centred approach on the performance of learners in English
second language. There is a problem at this school because teachers do not always make use of
learner centred approach as a teaching method when teaching leaners. Learners often perform
poorly in English because teachers do not notice nor make use of different teaching strategies to
teach the grade 3 learners. An average and organized teacher should always put the needs of their
learners first, therefore when it comes to teaching English, to grade 3, the teacher can make use of
learner centred approach which is an approach to teaching that focuses on the learners and their
development rather than on the transmission of content and the teachers can make use of it in
different ways.
Learner centred approach increases advances in students' ability to think and work independently.
Increase student interest in school activities and education in general. Stronger relationships
between students and teachers through shared experiences develop. The assumption on learners
cantered education is that learners they seek out information, instead of being directed to do so.
They are proactive in learning rather than reactive. In theory, learner- cantered approach has the
benefits of Facilitating personalized learning. All learners do not have the same learning needs.
Some may just like to understand the basics of a concept, while some may like to understand a
course in detail. Also, some learners may already have some knowledge about a topic, whereas
some of them will be entirely new to the concept.

It is against their background that it becomes necessary to explore to the extent, the impacts of
learner-centred approach performances in teaching English to grade three, learners at this school,
to make teaching and learning process smooth to ensure better results for learners.

1.3 Statement of the problem

The problem that is being experienced at this school is that teachers do not always make us of
learner centred approach as a teaching method when teaching English L2.

This is a problem because learners are reported to be having low performance in English L2.
Learners often perform poorly in English L2 because teachers do not notice nor make use of
various teaching strategies to teach grade 3 learners. Both teachers and learners are affected by
this problem. The evidence shows that there is a problem is the fact that the learners do not gasp
and acquire language skills which results in poor performance in language learning.

Without proper practical and emphasis on teaching English L2, teachers are intimidated by the
challenging of learning new teaching strategies, this means that learner centred have some
significance in learner’s learning. This particular problem is experienced at a selected school, in
Oshakati circuit and it has been a problem for the past two years. In the light of the mentioned
facts, the researcher decided to carry out the research at that school in attempt of hoping to provide
the solution to the problem.
1.4 Purpose of the study
The purpose of the study is to explore the impacts of using learner-centred approach on grade
three, learners’ performance in English Second Language at a selected school in Oshakati Circuit
Oshana Education Doctorate.

1.5 Objectives of the study

• To determine the impacts of using learner centred approach on grade 3 learners’ performance,
English L2.
• To examine the challenges experienced in using learner centred approach on grade 3 learners’
performance English L2.
• To find out the possible solutions to the challenges experienced in using leaner centred
approach on grade 3 learners’ performance English L2.

1.6 Research questions

• What are the impacts of using learner centred approach on grade 3 learners’ performance
in English L2?
• What are the challenges experienced in using learner centred approach on grade 3
learners’ performance English L2?
• What are the possible solutions to the challenges experienced in using learner centred
approach on grade 3 learners’ performance English L2?

1.7 Significance of the study

This study is very important as it might help the educators put student-centred learning to use in
their classrooms to increase students’ motivation, help students take ownership over their learning,
and build strong relationships. The finding of this study will have important implications for both
teachers and the learners. The finding of this study will help determine the impacts of using learner
centred approach on grade 3 learners’ performance in English L2 at a selected school in Oshakati
circuit, what are the challenges experienced in using learner centred approach and what are the
possible solutions to the challenges experienced in using learner centred approach when it comes
to the learner’s performance in English L2.
To the learners in Grade 3, currently performing poorly in English as their Second Language in
some aspects comparing to their first language performance which is Oshindonga, thus the findings
of this study will help determine the influences that learner centred approach has on learners’
performance in English L2. To the teachers, the findings of this study will be beneficial, since it
will add to their existing knowledge and teaching methods on learner’s underperformance in
English Second Language. This will guide them in making changes in their teaching strategies,
which are likely to yield better performance in reading.
The findings of this study when concluded shall benefit both the learners and the teachers. It will
benefit them in such a way that it throws light to the teachers to make sure that they make use of
learners centred approach when teaching English L2, only then learners will gain interest in
learning whole heartedly and perform highly in English L2.

1.8 Delimitations of the study

This research will be conducted strictly at this school in Oshakati Circuit in Oshana region,
because there has been reports on underperformance in English Second Language in Grades 1-3
(Case, 2020). The study will be limited only to junior primary phase (0-3), but specifically Grade
3. The researcher chose to conduct the study at this school because its nearby her surrounding
and that she does not need transport money to go do the research. As the researcher was doing
her school-based studies this year, the researcher discovered most of the things that relate to the
topic and had to find out the factors that cause poor performance in English as a Second
Language. The participants of this study will be Grade 3 teachers and Grade 3 learners. The
researcher will have to interview the Grade 3 teachers and observe the learners in the classroom.

1.10 DEFINITIONS OF TERMS

Exploring- Exploring means to study, investigate or analyse
Impacts – Impacts is understood as the strong effect or influence that something has on a
situation or person
Learner-centred- A learner-centred approach is an approach that views learners as active
agents. They bring their own knowledge, past experiences, education, and ideas – and this
impacts how they take on board new information and learn.
Approach - Approach is understood as the way of dealing with a situation or problem.
1.11 SUMMARY
Chapter 1 presented the background of the study, statement of the problem, purpose of the study,
objectives of the study, research questions, significance of the study, limitations of the study,
delimitations of the study as well definitions of terms.

SECTION 2: Literature Review

2.1 Introduction
A literature review is an overview of the previously published works on a specific topic. The term
can refer to a full scholarly paper or a section of a scholarly work such as a book, or an article. A
literature review is a piece of academic writing demonstrating knowledge and understanding of
the academic literature on a specific topic placed in context. This chapter reviews literature to the
topic of study. This is literature by other scholars. Literature review also outline how learner
centred approach have an impact on learners’ performance in English second language as well the
possible solutions to the challenges experienced in using learner centred approach on grade 3
learners’ performance in English second language.
According to Ridley, D (2008), the purpose of literature review is that it helps the researcher to
give a new interpretation of old material or combine new with old interpretation, trace the
intellectual progression of the field including major debates. Literature review places each work
in the context of its contribution to understanding the research problem being studied, describe the
relationship of each work to others under consideration as well as identifying new ways to interpret
prior research. Literature review is important to the researcher as it places his/her own research
within the context of existing literature as well as revealing any gasps that exist in the literature.
Literature review is important in a study as it provide foundation of knowledge on the topic. It
summarizes and synthesize the arguments and ideas. Literature review gives the direction to be
headed for its success. The above literature was identified using the Google search. The main
search words used by the researcher to obtain the pieces of literature reviewed are learner centred
approach and learner centred approach on learners’ performance.
In the succeeding discussion, the researcher examines existing literature one by one. The literature
is first analysed in terms of who authored it, the author ‘s goal in carrying out the study/writing
the literature, methodologies used to collect data, suitability of the methodologies used, relevance
of the literature to the current study, the main findings, how the literature helps the researcher in
the current study. Therefore, the researcher will review the existing literature through the following
subtopics; The impacts of using learner centred approach,

2.2 The impacts of using learner-centred approach

2.2.1 Learners roles in using learner-centred approach
Learner-Centred approach focuses on the needs, abilities, interests, and learning styles of the
learners and has many implications for the design of curriculum, course content, and interactivity
of courses. Accordingly, a prominent pedagogy will be teacher-as-coach, to provoke students to
learn how to learn and thus to teach themselves, rather than the more traditional teacher-centred
learning with teacher-as-deliverer-of-instructional-services, which places the teacher at its centre
in an active role and students in a passive, receptive role (WestEd,2019).
Students take leadership in classroom, present their work, and facilitate groups. Students take
ownership of their reading, writing, and learning to develop, test, and refine their thinking.
Students engage in talk that is accountable to the text or task, the learning community, and
standards of reasoning. Learning is negotiated and directed by Learners. The content and delivery
of instruction is culturally responsive and respects and builds on the diverse resources and
experiences of learners in the classroom (Bonner, S, 2017).
Learners work in flexible, cooperative groupings to solve problems and analyse texts to
demonstrate understanding of a task or concept through multiple perspectives. Learners
consistently develop their own reasoning around concepts and ideas and can articulate the
processes and thinking they engaged in while grappling with a task or idea. Learners listen to one
another as well as to their teachers, and they exchange different ideas to build upon and apply new
learning and approaches to their own understanding of a concept or idea that increase in
complexity. Learners apply the habits of mind for reading, writing, and thinking in various genres
and disciplines. Learners make connections, pose questions, and explore solutions as a means to
engage in real-world scenarios and application transfer. They apply knowledge to different
contexts and scenarios (Bonner, 2017).
Talk and focus in all groupings use multiple strategies. Students use physical environment and
discussions about group roles to explore various concepts and apply them to different scenarios or
problems. When learners aren’t forced into limits, they are more likely to take the lead in their
education. This promotes accountability and independence. When learning is fun and interesting,
learners are more likely to participate in class discussions, learn to work independently, and
interact with others. That’s the basis of learner-centred learning, the learner is encouraged to be
curious and learn the information how they best learn (Bonner, 2019).
One of the main plus points of learner-centred education is that it allows learners to acquire
collaborative skills and communicative skills mainly through group work. In addition, it gives
learners the freedom to acquire knowledge independently and logically by asking questions. Inside
asuch a classroom, learners are relatively more enthusiastic in the learning process due to the high
interaction with one another and also with the teacher (Cates,2018). It is possible that learner-
centred learning has the potential to replace the traditional method in some schools. The benefits
of a learner-centred approach to learning are undeniable, however, it is still important to recognize
the shortcomings of this approach in order to decide which approach is best for the learners (Cates,
2018).
2.2.2 Teachers roles in using learner-centred
Learner-centred teachers must: Act as Facilitators and Guide In a learner-centred model, teachers
get to act more as facilitators and guides. Teachers find this shift motivating, empowering and
validating of their professionalism. Teachers roles are described as facilitators and guides like this:
“The role of a teacher to create an atmosphere that generates autonomous student learning. When
this happens students are happy, parents are happy and administrators are happy.” Provide
Anytime, Anywhere and On-Demand Support-Teachers also have to make themselves available
to students “anytime and anywhere.” Students and teachers are encouraged to connect on an
ongoing basis–not only when there is a problem. True commitment to high-achievement for all
learners requires a strong system of on-demand support and diverse opportunities for connection.
(Cohen,2018)

Effective implementation of novel pedagogies requires understanding teachers’ roles and

responsibilities in the transformed classrooms. The student-centred classroom literature defines
the teacher’s roles and responsibilities in classes that employ student-centred pedagogies,
including various iterations of constructivist and inquiry-based instruction. According to Moustafa
et al. (2013), in constructivist classes the teachers’ role is to encourage and accept student
autonomy and create a comfortable atmosphere for student expression,” acting as guides for their
students. Constructivist teachers behave in marked contrast to traditional instruction where
teachers dominate the classroom and provide direct instruction focused on content knowledge
acquisition (Moustafa,2013).
The teacher is not the information provider or classroom controller. Rather, the teacher facilitates,
coaches, and models good problem solving skills for their students”. Tamim and Grant (2013)
identified four roles of teachers in classes: reinforce, extender, initiator, and navigator. Thus,
across the literature, teachers in different types of student-centred classes take on, or are supposed
to take on, the roles of facilitators and instructional managers. In the learner-centred model, the
teacher takes on the role of facilitator: guide, coach, conductor, midwife, gardener because the
students are doing the work of problem solving, reviewing, discussing and creating. Initially, this
may feel like the teacher's job has been replaced by her students.
Embody Core Values That Support Deeper Learning- It takes staff commitment to core values to
ensure that a positive, learner-cantered school culture is built and maintained. For learners to
achieve deeper learning outcomes like critical thinking, problem solving, collaboration,
communication, self-directed learning, and “academic mind-set,” and mastery of core content,
adults in the system have to develop and strengthen the same knowledge, skills and dispositions
(Ermeling,2016). Teacher-cantered learning — the more traditional or conventional approach —
the teacher functions in the familiar role of classroom lecturer, presenting information to the
students, who are expected to passively receive the knowledge being presented (Ermeling,2016
).
2.2.3 Benefits of learner centred approach
Learner centred approach improves participation meaning the first step towards the success of any
learning program is participation. A learner centred approach addresses all the essential needs of
learners, ensuring learners get a personalized and convenient learning experience. For example, if
a certain learner group prefers games and exercises, the courses should be made more interactive.
Learner centred improves retention of knowledge given that a learner centred approach places high
emphasis on relevance and engagement, it greatly influences learners’ interest levels. The learner
centred approach shifts the focus from traditional learning ( ).
Makes learning more fun the use of games and stories in learning makes learning more fun. A
learner centred approach provides a lot of choices to learners. For example, if a particular course
involves research, learners should be given choices of topics for research. Facilitates personalized
learning.-All learners do not have the same learning needs. Some may just like to understand the
basics of a concept, while some may like to understand a course in detail. Also, some learners may
already have some knowledge about a topic, whereas some of them will be entirely new to the
concept ( ).

Learners take an active role in their education- It can be a challenge to teach a child when they
aren’t excited about what they’re learning. In learner- centred learning environment, rather than
being taught at, learners collaborate with their teachers and learn together. Learners establish a
relationship with their teacher where they can bounce ideas and questions off one another,
something which would be more challenging in a teacher-centred environment( ). Research
suggests student-centred learning should be introduced at the earliest stages of the education
process and illustrates that a passive learning environment is unsuitable for students. The benefit
of a student-centred educational philosophy, with pillars such as flexibility and interdisciplinary
learning, is that students make decisions when it comes to their education. Development of key
character traits- By providing students with the tools they need to succeed, they are able to develop
important life skills that they will carry with them. Research has shown students who learn in
learner-centred environments are more confident, are better able to articulate their thoughts and
opinions, are better leaders, and find joy through educating themselves ( ).

2.3 The challenges experienced in using learner centred approach

2.3.1 Learner mind set

Making the switch from passive, teacher-directed learning to active, self-directed learning. The
issue is training in the sense that the learners become self-directed. [Previously] they have been
directed, totally directed: ‘Do this, do it that way, oh no, don’t do it that way, oh you have to do
this.’ And then they come to an atmosphere where they advise us as to what they want to learn
about, and it just all of a sudden blows their mind ( ).
They don’t know how to act. They don’t know what to do. So, it takes a number of months really
of coaching to get students to become self-directed. Some [learners] take to it right away, some
take months and even years to figure out the process. There are two core values of the school:
choice and responsibility, which means that learners also have to learn how to hold themselves
accountable and how to be responsible for their own learning. Project-based learning gives learners
more freedom and voice in their education; the side effect is that learners have a lot of
responsibility to drive their own education. Not all learners are ready to take such ownership of
their learning, and helping learners develop such responsibility is one of the greatest challenges
for advisers. Self-regulation is key to learner’s success in a learner-centred school, but many
learners enter without self-regulation skills and mind set. Teachers have to learn how to help
learners become self-regulated ( ).

2.3.2 Teaching and learning support materials

……..(2012) emphasizes that, although learner centred approach is regarded as an important

aspect in teaching methods, one finds that there are no materials to teach this important aspect in
schools. ……… cites that, the availability of materials and resources is an issue, as is the level of
training teachers receive.
…….. cites that in student-centred learning, teachers serve as experts and key sources of
knowledge, and learners share responsibility for accessing that knowledge. This approach is
embodied at Brooklyn Lab, where during the pandemic, students engaged with tutorial sessions
held by Innovate EDU Fellows. In these sessions, learners were responsible for taking the lead in
communicating what they understood and what they didn’t, learning vital skills of self-advocacy
while benefiting from teachers’ knowledge and expertise. ( ) Teachers are also resources for
connecting learners with partnerships outside of the classroom. For example, at Iowa BIG, an XQ
school in Cedar Rapids, IA, learners work with peers from across the city to complete projects
designed by businesses and community partners. This kind of connection is a powerful way to
implement SCL by connecting learners with out-of-school interests, engaging them in work
settings, and fostering career connections( ).
Furthermore, a research found a shortage of information technology (IT) resources and access to
computers in many schools in South Africa. It reported a low level of integration of technology in
teaching and learning in many geography classrooms, and second language learners experiencing
difficulty comprehending abstract terms. (Westhuizen &Fleischmann, 2018)

2.3.3 More chaotic and noisier learning space

Learner-centred learning does have its critics, both of the philosophical premise and the associated
logistics. Experts warn that the approach requires special training to effectively manage an open-
plan classroom environment. Not all districts or schools are prepared to provide the requisite
professional development or day-to-day support teachers need to successfully implement the
learner-centred learning model. Such classrooms can be noisy and chaotic, and because the teacher
isn’t delivering the same information to the entire group at the same time, it’s possible that some
learners will miss out on important content ( ).
2.4 The possible solutions to the challenges experienced in using learner centred approach

CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction
This chapter examines the research methodology used by the researcher. Barbara (2016) defined
research methodology as the specific procedures or techniques used to identify, select, process,
and analyse information about a topic. This chapter is based on the research design, data collection
procedures, study population, sample size, research instruments, validity and reliability of the
research instruments, data analysis and ethical issues in this research.
According to Brookshier.K (2018), the purpose of research methodology is that it helps the
researcher to formulate the path to be used in conducting and reporting the findings. The
methodology helps in the search of literature, development of research questions and the creation
of the most suitable study design. It also helps readers to be active participants in the construction
of meaning of every text they read and use that meaning for their own learning. This chapter will
discuss the following components of the study; research design, population and sampling
procedure, methods of data collection and analysis, reliability and validity, ethical considerations,
structure of chapters and timeframe. The purpose of this chapter is therefore to outline and justify
the research methodology to be employed.

3.2 Research Design

The research design refers to the overall strategy that you choose to integrate the different
components of the study in a coherent and logical way, thereby, ensuring you will effectively
address the research problem; it constitutes the blueprint for the collection, measurement, and
analysis of data (Aday, 2019). According to Creswell, J (2015), the purpose of research design is
to provide a plan of study that permits accurate assessment of the cause and effects relationship
between independent and dependent variables. It also allows the researcher to use research
methods that are suitable for the subject matter and set up their studies up for success. It also helps
prevent frustration by providing the glue that hold the research project together through a structure
plan that shows how all of the major parts of the research project the sample or groups, measures
or programs.
The purpose of this study is to explore the impacts of learner centred approach on grade 3 learners’
performance, in English L2 to grade 3, at a selected school in Oshakati circuit. The participants of
this study will be grade 3 teachers and grade 3 learners. This research will use the mixed method
approach. According to Johnson (2007, p. 123), mixed methods approach is the type of research
in which a researcher or team of researchers combines elements of qualitative and quantitative
research approaches. It is also defined by Creswell & Plano Clark (2011) as an emergent
methodology of research that advances the systematic integration, or “mixing,” of quantitative and
qualitative data within a single investigation or sustained program of inquiry. The basic premise
of this methodology is that such integration permits a more complete and synergistic utilization of
data than do separate quantitative and qualitative data collection and analysis. The researcher will
make use of qualitative approach which is a research approach that involves collecting and
analysing non-numerical data to understand opinions, concepts or experiences (Igbokwe, P 2009),
data collection, analysis, inference techniques, for the broad purposes of breadth and depth of
understanding and corroboration. The researcher will use interview the grade 3 teachers at the
school and observe the grade 3 learners during the English lessons.
3.3 Population
Population is a distinct group of individuals, whether that group comprises a nation or a group of
people with a common characteristic (Mark, S 2010). A research population is generally a large
collection of individuals or objects that is the main focus of a scientific query (Wyman, 2016). It
is for the benefit of the population that researches are done. The population size of this research is
about 38 people. The target population of this study is Oshakati circuit. The target population of
this study could have been from all 45 schools, but due to a large number of learners and teachers,
the researcher only chooses 3 grade 3 learners and 35 learners to represent the whole circuit /
schools. There are types of population in research studies. The main types are target population
and accessible population. The accessible population is the population in research to which the
researchers can apply their conclusions. This population is a subset of the target population and is
also known as the study population. It is from the accessible population that researchers draw their
samples (Drucker, 2015). On the other hand, target population refers to the entire group of
individuals or objects to which the researchers are interested in generalising the conclusions (Mark,
S,2010).
3.4 The Sample and sampling procedure
A sample is a small part or quantity intended to show what the whole is like. According to Wyman
(2016), sampling is the procedure the researcher uses to gather people, place or things to study. It
is a procedure of selecting a number of individuals or objects from a population such that the
selected group contains elements representing the characteristics in the entire group. The main
function of the sample is to allow the researchers to conduct the study to individuals from the
population so that the results of their study can be used to derive conclusions that will apply to the
entire population. It is much like a give-and-take process. The population gives the sample, and
then it takes conclusions from the results obtained from the sample. In selecting the grade 3
teachers and grade 3 class, the researcher will use the purposive sampling which is a form of non-
probability sampling in which researchers rely on their own judgment when choosing members of
the population to participate in their surveys. It helps a researcher make the most out of a small
population of interest and arrive at valuable research outcomes and it also save time."
3.5 Research Instruments
DiscoverPhDs (2020) define research instruments as tools (questionnaires, interviews and
observations) that a researcher may use to collect data, measure data and analyze data that is
relevant to the subject of research. The researcher will use questionnaires and interviews because,
questionnaires are inexpensive and easy to conduct and large amounts of information can be
obtained from a large number of respondents. And Interview provide accurate and in-depth
information.
Questionnaires
Saul (2018) "A questionnaire is a research instrument consisting of a series of questions for the
purpose of gathering information from respondents." The strength of questionnaires is that
respondent provides information which can be easily converted into quantitative data (e.g., count
the number of 'yes' or 'no' answers), allowing statistical analysis of the responses. Weakness is
that, it is time-consuming to collect the data. It takes longer for the respondent to complete open
questions (Saul, 2018).
Interview
DiscoverPhDs (2020) states that, Interview is where the interviewer asks the interviewee to answer
a set of questions which are normally asked and answered verbally. Strengths of interview is that
detailed information can be obtained and avoids oversimplifying complex issues and it provides
flexibility to the interviewers. Weakness of interview is that conducting interview can be very
costly as well as very time-consuming.

3.6 Data collection Procedures

Johnson (2018) described research procedure as the part of the thesis or dissertation includes all
research related activities to be undertaken in order to achieve the objectives of the study and to
offer some possible solutions to the problem. It provides detailed description and complete
information on the preparation of the questionnaires and the interview, revision dry-run of the
questionnaire, details of the data collection strategies and approaches to be done, and approaches
identifying the person/s responsible for administration and retrieval of the questionnaire, and
conduct of the interview
The researcher will get permission from the international university of management. After getting
permission from The International University of Management, the researcher will then go to the
school principal of that school, to ask for permission to conduct her research and also to explain
the purpose of the study.
3.7 Data Analysis procedure
According to LeCompte & Schensul (2011), research data analysis is a process used by researchers
for reducing data to a story and interpreting it to derive insights. It involves computation of
different measures along with the searching patterns of relationship that exists between the
dependent and independent variable. The data analysis process helps in reducing a large chunk of
data into smaller fragments, which makes sense. The data will be analysed using the descriptive
statistics with based on the research objectives. The descriptive technique will include calculating
means, standard division and correlation. Correlation analysis will be used to the relationship
between the dependent and independent variable.
The researcher will have to prepare and organize data by gathering her materials. Mark the source,
any demographics she may have collected, or any other information that will help in analysing
data. Secondly the researcher will review and explore the data. This will require her to read data,
probably several times, to get a sense of what it contains. The researcher will have to create initial
codes notes in the margins or anything else that will help her to connect with her data. The
researcher will then identify recurring themes, language, opinions, and beliefs. Lastly the
researcher will have to present themes in a cohesive manner, she will have to consider the audience,
the purpose of the study, and what content should be included to best tell the story of data.
3.8 Validity and Reliability
Validity of research instruments
Validity of research instrument refers to the degree to which an instrument accurately measures
what it intends to measure. Three common types of validity for researchers and evaluators to
consider are content, construct, and criterion validities (Igbokwe,P,2009). This is based on how an
instrument fulfils the functions it is supposed to perform. The research instruments will be piloted
to the school to be investigated. The pilot study will be done to obtain the accuracy of the research
instruments.
Reliability of instruments
James,F(2013) defined reliability as the degree to which an instrument yields consistent results.
Common measures of reliability include internal consistency of the scores obtained, how
consistent they are from one administration of an instrument to another, test-retest, and reliabilities.
The researcher will make use of a test to re-test reliability on the total number of learners that will
be tested. The reliable co-efficient will be calculated to indicate the relationship between the test
score in the two scores in the group of learners.
3.9 Ethical Consideration
LeCompte & Schensul book defined research ethics as the application of moral rules and
professional codes of conduct to the collection, analysis, reporting, and publication of information
about research subjects, in particular active acceptance of subjects' right to privacy, confidentiality,
and informed consent. The researcher will explain to the participants the topic and that the purpose
of the research is an academic purpose and will put the following research ethics in consideration:
3.9.1 Confidentiality
Mike (2017) defined confidentiality in research as a condition in which the researcher knows the
identity of a research subject, but takes steps to protect that identity from being discovered by
others. Most human subjects’ research requires the collection of a signed consent agreement from
participants, and the collection of other personally identifiable data, and thus researchers are aware
of the identity of their subjects. Some information may be personal and do not need to be discussed
elsewhere. The researcher will make sure that the information obtained through this research will
remain confidential.
3.9.2 Anonymity
Anonymity is a condition in which the identity of individual subjects is not known to researchers.
The researcher should be able to conceal the identity of the participants when asked to do so, and
depending on the nature of the research. That is, only the participant knows that he/she participated
in the survey and the researcher cannot identify the participants.
3.9.3 Privacy
Privacy for research participants is a concept in research ethics which states that a person in human
subject research has a right to privacy when participating in research. People decide to participate
in research for any number of different reasons, such as a personal interest, a desire to promote
research which benefits their community, or for other reasons. The researcher will also emphasize
that their privacy will be highly respected if there is any information that do not need to be
discussed in the presence of many people.
3.9.4 Informed consent
Informed Consent is a voluntary agreement to participate in research. It is not merely a form that
is signed but is a process, in which the subject has an understanding of the research and its risks.
Informed consent is essential before enrolling a participant and ongoing once enrolled. Obtaining
consent involves informing the subject about his or her rights, the purpose of the study, the
procedures to be undergone, and the potential risks and benefits of participation. Subjects in the
study must participate willingly. The goal of the informed consent process is to provide sufficient
information so that a participant can make an informed decision about whether or not to enrol in a
study or to continue participation. The researcher will make sure that she will inform all the people
and make them understand the purpose and the importance of this study.

3.10 Structure of chapters

Chapter 1 introduces the study to the readership. Covers the background to the study, statement of
the problem, purpose of the study, objectives of the study, research questions, significance of the
study, limitation of study, delimitation of the study, and definition of terms.
Chapter 2: Reviews existing literature related to the study. Looks at which authors have written,
the methodologies they used, their findings and how their findings help clarify or elaborate issues
related to the current study.
Chapter 3: Examines the methodologies used during the study. This chapter presents the
introduction, research design and methodology, population, sample and sampling procedure,
research instruments, data collection and analysis, validity and reliability and ethical
considerations.
3.5 Summary
This chapter presents methodologies to be used by the researcher including the introduction,
research design and methodology, population, sample and sampling procedure, research
instruments, data collection and analysis, validity and reliability and ethical consideration.

REFRENCES LIST